Research on the Influence Mechanism of Free Explorative Supervisors' Guidance Styles on Doctoral Students' Innovation Behavior

doi:10.15936/j.cnki.1008-3758.2022.06.015

Abstract

Abstract: Based on the questionnaire survey data covering 465 doctoral students， this paper adopts the structural equation model to investigate the influence and internal mechanism of explorative supervisors' guidance style on doctoral students' innovation behavior. The results show that the guidance style of free explorative supervisors has a significant positive effect on the doctoral students' innovation behavior， and knowledge sharing plays a mediating role between the two. At the same time， the innovation atmosphere has a positive regulating effect on the relationship between the guidance style of the free explorative supervisors and the innovation behavior. The stronger the innovation atmosphere is， the stronger the positive influence of the free explorative supervisors' guidance style on the innovation behavior. A series of recommendations is proposed in the study to actively develop diverse supervisory professional development programs， create a positive and harmonious laboratory or group atmosphere for autonomous innovation， establish an effective knowledge sharing mechanism and build a sense of belief in research and innovation at different levels， such as training units， supervisors and doctoral students.

Key words: free explorative style; supervisor guidance style; doctoral student; innovation behavior; knowledge sharing; innovation atmosphere

CLC Number:

G643

ZENG Jianxiong， ZHANG Guodong. Research on the Influence Mechanism of Free Explorative Supervisors' Guidance Styles on Doctoral Students' Innovation Behavior[J]. Journal of Northeastern University(Social Science), 2022, 24(6): 117-125.

References

[1]吴杨，韦艳玲，施永孝，等. 主动性不同条件下导师指导风格对研究生创新能力差异性影响研究——基于九所大学的数据调查［J］. 复旦教育论坛， 2018(3):74-79.
[2]王茜，古继宝，吴剑琳. 导师指导风格对研究生创造力培养的影响研究——学生个人主动性的调节作用［J］. 学位与研究生教育， 2013(5):14-17.
[3]王辉，王录叶，陈旭. 包容型导师风格对研究生创新行为的影响研究——创新自我效能感的中介作用与深度学习的调节作用［J］. 当代教育论坛， 2021(2):66-74.
[4]解志韬，韩雨卿. 变革型导师风格对研究生创新行为的影响研究——领导成员交换的中介作用［J］. 工业工程与管理， 2016(3):139-144.
[5]苏荟，白玲，张继伟. 导师家长式指导风格对研究生创新行为的影响研究［J］. 学位与研究生教育， 2021(6):57-66.
[6]罗瑾琏，郭利敏，程垦. 苛敛型导师对科研创造力的影响:情感事件理论视角［J］. 科技进步与对策， 2021(12):137-143.
[7]徐岚. 导师指导风格与博士生培养质量之关系研究［J］. 高等教育研究， 2019，40(6):58-66.
[8]Angrist J D，Guryan J. Teacher Testing， Teacher Education， and Teacher Characteristics［J］. American Economic Review， 2004，94(2):241-246.
[9]De Smet M，Van Keer H，De Wever B，et al. Cross-age Peer Tutors in Asynchronous Discussion Groups: Exploring the Impact of Three Types of Tutor Training on Patterns in Tutor Support and on Tutor Characteristics［J］. Computers & Education， 2010，54(4):1167-1181.
[10]van der Watt R. Strengthening Doctoral Supervision in a Doctor of Psychology (DPsych) Specialisation in Child and Adolescent Psychology［J］. Journal of Psychology in Africa， 2016，26(1):84-91.
[11]Johansson C，Yerrabati S. A Review of the Literature on Professional Doctorate Supervisory Styles［J］. Management in Education， 2017，31(4):166-171.
[12]Gatfield T. An Investigation into PhD Supervisory Management Styles: Development of a Dynamic Conceptual Model and Its Managerial Implications［J］. Journal of Higher Education Policy and Management， 2005，27(3):311-325.
[13]Reiter-Palmon R，Illies J J. Leadership and Creativity: Understanding Leadership from a Creative Problem-solving Perspective［J］. The Leadership Quarterly， 2004，15(1):55-77.
[14]Overall N C，Deane K L，Peterson E R. Promoting Doctoral Students' Research Self-efficacy: Combining Academic Guidance with Autonomy Support［J］. Higher Education Research & Development， 2011，30(6):791-805.
[15]贾建锋，陈宬，焦玉鑫. 如何唤醒“装睡的员工”: 人力资源管理强度对知识共享的影响机制研究［J］. 东北大学学报(社会科学版)， 2021，23(4):26-33.
[16]张振刚，余传鹏，李云健. 主动性人格、知识分享与员工创新行为关系研究［J］. 管理评论， 2016(4):123-133.
[17]Gong Y，Huang J C，Farh J L. Employee Learning Orientation， Transformational Leadership， and Employee Creativity: the Mediating Role of Employee Creative Self-efficacy［J］. Academy of Management Journal， 2009，52(4):765-778.
[18]Wang S，Noe R A. Knowledge Sharing: a Review and Directions for Future Research［J］. Human Resource Management Review， 2010，20(2):115-131.
[19]侯志军，曾相莲，朱誉雅，等. 基于知识共享的导师有效指导研究［J］. 复旦教育论坛， 2017(1):47-53.
[20]侯志军，何文军，王正元. 导师指导风格对研究生知识共享及创新的影响研究［J］. 学位与研究生教育， 2016(2):62-67.
[21]王艳子，罗瑾琏. 目标取向对员工创新行为的影响研究:基于知识共享的中介效应［J］. 科学学与科学技术管理， 2011，32(5):164-169.
[22]王士红，徐彪，彭纪生. 组织氛围感知对员工创新行为的影响: 基于知识共享意愿的中介效应［J］. 科研管理， 2013，34(5):130-135.
[23]曹科岩，窦志铭. 组织创新氛围、知识分享与员工创新行为的跨层次研究［J］. 科研管理， 2015，36(12):83-91.
[24]Hunter S T，Bedell K E，Mumford M D. Climate for Creativity: a Quantitative Review［J］. Creativity Research Journal， 2007，19(1):69-90.
[25]Hammond M M，Neff N L，Farr J L，et al. Predictors of Individual-level Innovation at Work: a Meta-analysis［J］. Psychology of Aesthetics， Creativity， and the Arts， 2011，5(1):90-105.
[26]Shalley C E，Gilson L L，Blum T C. Matching Creativity Requirements and the Work Environment: Effects on Satisfaction and Intentions to Leave［J］. Academy of Management Journal， 2000，43(2):215-223.
[27]Ren F，Zhang J. Job Stressors， Organizational Innovation Climate， and Employees' Innovative Behavior［J］. Creativity Research Journal， 2015，27(1):16-23.
[28]王辉，常阳. 组织创新氛围、工作动机对员工创新行为的影响［J］. 管理科学， 2017(3):51-62.
[29]解志韬. 组织创新气氛、知识分享对研究生创新行为影响的实证研究［J］. 研究生教育研究， 2015(5):47-52.
[30]Lin H F，Lee G G. Perceptions of Senior Manager Toward Knowledge Sharing Behaviour［J］. Management Decision， 2004，42:108-125.［31］Amabile T M，Conti R，Coon H，et al. Assessing the Work Environment for Creativity［J］. Academy of Management Journal， 1996，39(5):1154-1184.［32］刘云，石金涛. 创新气氛的概念形成、测量与影响因素［J］. 科学学与科学技术管理， 2009，30(12):70-75.［33］Scott S G，Bruce R A. Determinants of Innovative Behavior: a Path Model of Individual Innovation in the Workplace［J］. Academy of Management Journal， 1994，37(3):580-607.［34］温忠麟，叶宝娟. 有调节的中介模型检验方法:竞争还是替补?［J］. 心理学报， 2014，46(5):714-726.［35］Preacher K J，Curan P J，Bauer D J. Computational Tools for Probing Interactions in Multiple Linear Regresion，Multilevel Modeling， and Latent Curve Analysis［J］. Journal of Educational and Behavioral Statistics， 2006，31(4):437-448.